News

European Young Innovators Forum, in partnership with Huawei, launched the 3rd edition of Inno Apps2016 , an interesting competition for apps developers! This year the focus is in on the IoT (Internet of Things), as a crosscutting technology domain and on Smart Cities as a vertical application area, to address the specific challenges related to Safe Cities . Learn more about InnoApps 2016 : http://bit.ly/InnoApps16

Twitter:

1. Interested in #smartcities & #IoT? @EYIF & @HuaweiEU launched the 3rd #InnoApps2016 Challenge. Send your application http://bit.ly/InnoApps16

2. Passionate about #smartcities? Our partners from @EYIF invite you to register for #InnoApps2016: http://bit.ly/InnoApps16 (+ pic)

3. Have a bright idea for # SmartCities App? If so, send your application for # InnoApps2016 & you can win €20.000! http://bit.ly/InnoApps16

Facebook [with #] /LinkedIn [without #]:

Do you have a bright idea for a #SmartCities App? If so, send your application for # InnoApps2016 and you can be the winner of €20.000! Find more details on http://bit.ly/InnoApps16

For groups:

Hi All! European Young Innovators Forum, in partnership with Huawei, launched the 3rd edition of # InnoApps2016 , an interesting competition for apps developers! If you have any bright idea Smart Cities, check the rules and don’t hesitate to apply! http://bit.ly/InnoApps16

 

 

Imagine leading global technology companies – Apple, Google – uniting to reimagine the future of education. Imagine world-leading universities – Harvard, Johns Hopkins, London School of Economics, King’s College London, the University of Manchester, Queensland University of Technology – coming together to reimagine the future of education. Imagine both of these groups joining forces in one place, and imagine them being joined by a group of enthusiastic innovators from across the world. Imagine them, imagining how academics, technology practitioners, and top global investors can work together to solve problems facing, and create opportunities for, the world of higher education.

Imagining this won’t be necessary if you were at the 2015 Reimagine Education Conference, held in Philadelphia last December – and nor will it be necessary for those attending this year’s edition, now open for delegate registration. The conference, organised by QS Quacquarelli Symonds – compilers of the QS World University Rankings – the Wharton School, and the Graduate School of Education at the University of Pennsylvania, will again bring together world-class universities, technology companies, and prominent global investors to discuss how the world can improve teaching, learning, and employability.

This year’s conference will feature four main tracks, each devoted to a different strand of the educational world. The conference organisers – unifying the corporate and the pedagogical – recognise that education is the broadest of churches; the conference structure is designed to provide all attendees with a focus and a voice. The first track concerns itself with hybrid learning and e-learning, while the second moves away from this explicit focus on EdTech: it is concerned with Learning Assessment, Teaching Delivery, and Presence Learning.

The third track focuses on Nurturing Employability, Ethical Leadership, and Sustainability, while the fourth will be explicitly concerned with the ways in which EdTech – namely, ICT Tools – can transform education. Each track comprises keynote speeches and panel discussions led by luminaries in the specific area, numerous networking opportunities, and presentations from relevant finalists of the 2016 Reimagine Education Awards.

Prominent figures at last year’s conference included Jaime Casap, Chief Education Evangelist at Google; Huntingdon D. Lambert, Dean of Continuing Education at Harvard University; Jim Shelton – former Deputy Secretary of Education for the Obama Administration; and Jeremy Rifkin, bestselling author of The Third Industrial Revolution. They were joined by 330 delegates from six continents, and representatives from prominent media institutions across the world – including Caroline Howard, Senior Editor at Forbes, and Sean Coughlan, Education Correspondent at the BBC.

The conference, as in previous years, will also represent the culmination of the Reimagine Education awards competition. Featuring 14 award categories upon which the conference tracks are broadly based, it is designed to award the most innovative projects, initiatives, and ideas in the world of education – and the trailblazers that bring them into being. The winner of the Overall Award will receive US$50,000 for their efforts, and global visibility for their successful project. Six of these award categories are designed to focus specifically on innovation in the Information Technology sector, including the inaugural Best Use of ICT Tools Award.

The opportunities for educators and trailblazers seeking to be a part of Reimagine Education are greater than ever before this year; the organising committee have this year invited prominent global investors, who will be providing delegates with Connect 1-2-1 session. These are designed to allow those with successful project ideas to discuss feasibility, investment, and implementation with those who can help make imagination reality.

For more details about the conference and/or competition, visit www.reimagine-education.com, or contact Serena Ricci at reimagine@qs.com.

For more information follow us on Twitter at @ReimagineHEdu, email serena@qs.com, or give us a call at +44(0)20 7284 7287.

We look forward to seeing your application materials, and welcoming you to the Reimagine experience.

Sincerely,

Serena Ricci on behalf of

Yoram (Jerry) Wind
The Lauder Professor
Professor of Marketing
Director, Wharton SEI Center for Advanced Studies in Management
Nunzio Quacquarelli
Managing Director
QS Quacquarelli Symonds

Call for Papers

International Journal of Computer Science Education in Schools (IJCSES)

is a double-blind peer reviewed, open access online journal.

The main objective of IJCSES is to develop a research network in teaching and learning in Computer Science Education in schools and related topics through high-quality research that focuses both theory and practice. This would enable academics and educators who are interested in research about theoretical developments in Computer Science Education to access most recent studies. The network would also provide a communication point for teachers who are interested in engaging in research projects, but not feeling confident.

Topics of interest include but are not limited to:

  • Computer Science Education
  • Computing
  • Theory of computation
  • Programming language theory
  • Algorithms and data structures
  • Psychology of Computing
  • Computational Thinking
  • Teacher Training in Computer Science
  • Programming theory
  • Creativity and Computing
  • Artificial Intelligence
  • Computer graphics and virtual reality
  • Computer Game Design in schools
  • Text based coding
  • Visual coding
  • Teacher research in Computing

The journal welcomes studies from diverse research orientation. Studies that are based on qualitative data, such as case studies and historical analysis, are equally highly regarded as studies based on quantitative data.

IJCSES is inviting papers for Vol. 1 No. 1 which is scheduled to be published on October 31, 2016. Last date of submission: September 30, 2016.

Registration and login are required to submit items online and to check the status of current submissions. For more information, visit the official website of the journal www.ijcses.org

With thanks,

Editors:

Yasemin Allsop

Dr. Sue Sentance

 

Submit an article to ICT in Practice Summer 2016 issue and be part of our educational technology community. The deadline for submitting your article is June 30th.

Important points

Make sure that it is your work
It is written in a simple language away from jargon.
It is related to ICT in education, nothing else…
It is at least 2 A4 and max 4 A4 pages long.
Send your articles to chris.carter@concordiashanghai.org with the subject line ‘submit an article’.

by Fereshteh Forough Founder and CEO, codetoinspire.org


 

x1.jpg.pagespeed.ic.JYwXDoDInVWhat happens if you lock 50 percent of a society’s population at home? During the Taliban regime, women had almost zero percent participation in social activities, education and in the workforce. Women were not allowed to leave home without a male companion. I was born as an Afghan refugee in Iran during the USSR invasion to Afghanistan. One year after the fall of Taliban, my family and I moved to Afghanistan. I got my Bachelors degree in Computer Science from Herat University and Master’s degree from Technical University of Berlin in Germany.

Looking back to Afghanistan during the Taliban regime in 2001, there were only fewer than a million students in Afghanistan with almost zero percent of girls. Currently there are more than 8.3 million students across Afghanistan which 40 percent of them are girls .

cti4Considering Afghanistan as a country with an old history, there are still cultural, traditional and social issues which prevent women to communicate and grow within the community. I was teaching as a professor in Herat Computer Science faculty for couple of years. To be a female professor, student or entrepreneur in Computer Science field for an Afghan woman has its own unique challenges and obstacles considering it as a global matter for women around the world as well.

image-b2617691e0def751e3de4e2fad0ef3541e38acab8d071eb119f965f15fce5cbd-V(1)Imagine you are a female student graduating having studied Computer Science in Afghanistan, you are ready to join the workforce and apply what you have learned, although there are some major factors which makes it very difficult to pursue what you want.

• Safety and security barriers: despite the positive signs of improvement in Afghanistan, still it has been suffering from ongoing conflict and war zones in certain areas that limit women traveling by ground. Majority of families prefer that women travel by plane. Although it is the safest and fastest option it’s also costly and not a lot of family can afford to purchase the tickets. If a woman finds a job offer outside of her hometown, not a lot of families let their daughters travel and live alone in another another city considering the security issue.

• Social and Cultural concerns: many families are cautious about their daughter’s job employment. many of them prefer their daughter to become a teacher, because it is a well respected job in the society and you are getting paid and only deal with women. Therefore, many for graduating students from computer science may become a teachers and won’t be able to use the knowledge they have learned at school in the way they want.

• Women entrepreneurs and tech start ups: If you are an woman in Afghanistan and established your tech startup, considering the male dominated market(which is a global issue too), there is a considerable social issue that you have to deal with it. Based on my personal experience when you are approaching customers who are mainly men and explain how you can help them with your tech skills, either by designing website, developing Information Management Systems or any thing they are looking for, most of the time they don’t believe in a women’s skills or abilities. They respond, “We don’t think women can do that!”

The above reasons and many others helped me to establish Code to Inspire, a 501(c)3 nonprofit in January, 2015. CTI’s mission is to educate, inspire and empower women in Afghanistan by teaching them how to code and by improving their technical literacy so they can find future internships and jobs opportunities online.

We established the first coding school for girls in Afghanistan in November 2015 at Herat which is located in Western part of Afghanistan. It is a safe and secure educational environment where we host 50 girls from high school daily. All the girls studied computer science. CTI provides a one year educational curriculum for girls which is free of charge. We are teaching students from high school how to design websites, code in HTML, CSS and Javascript, and how to use social media(e.g. Twitter and Linkedin) to engage a larger audience and make a professional profile. Once we involve high school girls in the tech world, we encourage them to select computer science as their major when they are entering college to decrease the gender gap.

Our targets are girls who are currently studying computer science or girls who have recently graduated.With the computer science students, we are developing mobile applications. The students will find a real issue in society and try to develop an App solution for that, with a real use case. Not only will they learn teamwork and how to make a product from scratch to the final stage but there are will be social impact issues as well. Imagine the guy who didn’t believe in women’s technical skills, all of a sudden using an App that was developed and designed by women and is actually is solving an issue. When he starts using app, his act will be empowering women too. One of the most important challenges that we are going to tackle with CTI, is to find internships and job opportunities for our female students online and to help them earn an income. Thanks to recent technological achievements, the only thing you need to connect to the whole world faster, easier, without geographical/physical boundary is a computer and Internet connection.

The students can use CTI’s facility and do their jobs online, therefore, the families will not be worried about traveling and their daughter’s safety.

I strongly believe that education is the key for women empowerment which includes financial inclusion of women in a country’s economy. More educated women leads to less domestic violence, a decrease in early marriages and less of a maternal mortality rate.

Educated mothers, make the next generation more willing to learn and and this will make more peace and less war.

Hatırlarsanız 5 Aralık`da Ankara`da FatihETZ konferansında yapmış olduğum sunumda İngıltere´de her okulda bir teknoloji koordinatörü olduğunu söylemiştim. Tabiki hem vakit yetersizliğinden, hem de heyecandan bunun sebepleri hakkında detaylı bilgi verme fırsatım olmadı. Öncelikle tekrar vurgulayalımki teknoloji koordinatörlerinin teknisyenlerle bir alakası yoktur. Zaman zaman diğer öğretmenlere teknik konularda yardımcı olduğumuz doğrudur, ancak bu sadece vaktimiz olduğu zaman mümkün. Büyük okullarda zaten tam zamanlı bir teknisyen vardır, küçük okullarda özel firmalardan haftada genellikle 2 gün görev yapacak elemanlara iş verirler.

Peki, eğitim teknolojileri koordinatörlerinin görevi nedir?

Ben sizlerle ilkokullarda çalışırken iş sözleşmemde yazılı olan listeyi paylaşmak isterim. Bu listeye gore ICT koordinatörünün görevleri:

  • Teknolojinin eğitimdeki rolünün ilköğretim müfredatına uygun olarak geliştirilmesi
  • Diğer branş derslerinin yöneticileri ile birlikte çalışarak uzun zamanlı Eğitim Teknolojisi Müfredatı yazmak
  • Eğitim teknolojisine iliskin SMART hedeflerin, eğitim planının ve bütçenin hazırlanması
  • 1 yıllık kısa sureli ve 3 yıl uzun dönemli teknik araç ve gereç ihtiyaç raporunun yazılması
  • Teknisyen ve diğer teknik bilgiye sahip kişilerle beraber okulun teknoloji altyapısının geliştirilmesi
  • Öğretmen ve öğretmen yardımcılarının en son teknolojik yeniliklerden faydalanmaları için ihtiyaçları doğrultusunda, hizmet içi eğitim programı hazırlamak
  • Öğretmen ve ögretmen yardımcılarını teknolojiyi derslerinde kullanmaları konusunda desteklemek
  • Ögrencilerin teknoloji alanındaki düzey ve bilgilerini okul çapında bilimsel yöntemlerle değerlendirmek
  • Teknoloji eğitimi standardlarını düzenli olarak analiz etmek ve sonuçları okul yoneticileri ve velilerle paylaşmak.
  • Teknolojinin uluslarası okullarla ortaklaşa yürütülen projelerde kullanılmasına öncülük etmek
  • Özel eğitime ihtiyacı olan çocuklarin daha başarılı olmaları için, Özel eğitim müdürü ile birlikte teknolojinin ne şekilde kullanalıcağına dair program hazırlamak
  • Teknolojinin bütün ders alanlarında kullanılmasına imkan verecek projeler hazırlamak
  • Teknoloji program ve gereçlerinin en verimli şekilde kullanılmasını sağlamak
  • Sanal eğitim programlarının bütün ögretmen ve öğrenciler tarafından düzenli olarak kullanılmasına destek olmak

Ben Wilbury İlköğretim okulunda ilk işe başladığım zaman, okul müdüremiz ve iş yöneticimiz beni toplantıya davet ettiler. Bana ilk sordukları soru vizyonumun ne olduğu idi. Ben okulda biraz vakit harcamadan ve okulun eğitime olan bakış açısını anlamadan bu soruya cevap veremiyeceğimi söyledim. Okul müdüremiz benimle aynı fikirde idi. Bana araştırma yapıp, okul yönetim kuruluna sunmak üzere 4 hafta içerisinde bir rapor hazırlamamı tavsiye ettiler.

Önce teknisyenle okuldaki teknolojik altyapı, araç ve gereçler üzerine sohbet ettik. Daha sonra derslere katılıp öğretmen ve öğrencileri gözlemleyip, görüşlerini sordum. Son olarak da her branş ders yöneticisi ile teknoloji müfredatı ile kendi alanları arasındaki bağlantıyı nasıl algıladıkları üzerine konuştuk. Bütün bu bilgiler benim okulun 1 ve 3 yıllık planlarını hazırlamam için yeterli idi, ancak vizyonumuzu belirlemek için okul yönetileri tarafından öğrencilerin ihtiyaçlarına göre karar verilen hedefleri bilmem şarttı. Bu bilgileri topladıkdan sonra raporumu yazdım. Bu raporda:

  • Öğrencilerin yüzde 62´sinin ilkokulu beklenen düzeyin altında teknolojik bilgilerle bitirdiği
  • Okulda 1000 öğrenci olmasına ragmen sadece bir bilgisayar labının olması sonucu, öğrencilerin haftada sadece 40 dakika okulda teknoloji kullanmaları ve bilgisayarlar çok eski olduğu için, açmanın 15 dakikayı bulduğu
  • Öğrencilerin yüzde 53‘ünün evde kendilerine ait bir bilgisayarı olmadığı, aile bilgisayarının da genelde yaşı daha büyük olan kardeşlerce kullanıldığı
  • Tablet teknoloji, kamera vs. araçların okulda bulunmaması
  • Öğretmenlerin büyük çoğunluğunun teknolojik bilgilerinin yetersizligi
  • Wi-Fi ağının olmayışının okuldaki 30 laptopun kullanılmayıp, kenara atılmasına sebep olduğu konularına değindim.

Ben bu bilgileri kullanarak hem okul için vizyon raporumu hem de altyapı planımı hazırladım. 2014 yılında üniversiteye geçtigimde okul hem ulusal ve uluslar arası yarışmalarda teknoloji alanında bir çok ödül kazanmıştı hem de İngiltere parlementosu ve eğitim bakanlığı tarafından bu alanda örnek okul olarak seçilmişti. Bu başarının sebebi, sadece aldığımız araç ve gereçler değildi tabiki. Kendi okulumuzun ihtiyacına uygun olarak geliştirdiğimiz disiplinler arası müfredatımız, sürekli öğretmen eğitimi, ailelere bu vizyonda yer vermemiz ve öğrencilere karar verirken danışmamız da bu başarıya katkıda bulunmuştur.

Yıllarca bu görevi yaptıkdan sonra daha iyi anladım ki, bir okulun en etkili eğitim aracı teknoloji değil, öğretmenleridir ve onlara ihtiyaçlarına ve okulun eğitim hedeflerine uygun bir şekilde sürekli eğitimden yararlanma imkanı verilmeli. Ancak bu şekilde okullar bilgi çağının gerektirdiği bilgi ve becerileri öğrencilerine kazandırabilecek bir eğitim programı oluşturabilirier. Teknolojik araç ve gereçlere milyonlar harcanabilir, hatta binlerce içerik de geliştirilebilir. Ancak artık kabul etmeliyiz ki, herkese uyan bir elbise tasarlanamaz, yani eğitimin kişiselleştirilmesi gereklidir . Londra´daki bir çocukla, Londra dışındaki bir çocuğun eğitim ihtiyaçları aynı değildir, dolayısıyla kullanılan aktiveteler ve araçlar da farklı olmalıdır. Verimli sonuç alınması için teknolojik araç ve gereçleri her okulun vizyonu doğrultusunda, etkili bir şekilde kullanılmasını planlayıp, gözlemleyecek bu alanda yetişmiş bilgili eğitimcilere ihtiyaç vardır.

İşte bu noktada bilişim öğretmenlerine çok, hem de çok ihtiyacımız var! Eğitimin bilgi çağını yakalaması için gerekli olan vizyonu her okulda tasarlayıp okulları geleceğe taşıyacak eğitim teknolojisi liderlerine çok, hem de çok ihtiyacımız var!

Türkiye´mizin her köşesindeki her okulda bir eğitim teknolojisi koordinatörü görmek dileğiyle…

Not: Umarım Türkçem anlaşılır, eğer yanlış görürseniz lütfen benimle iletişime geçin.